Teachers’ Role in Developing Students’ Soft Skills: Creativity as an Example

Hicham Rahate Ellah; Noureddine Azmi

doi:10.59573/emsj.7(2).2023.10

Авторы

Hicham Rahate Ellah
Noureddine Azmi

DOI:

https://doi.org/10.59573/emsj.7(2).2023.10

Ключевые слова:

soft skills, teaching creativity, Torrance tests of creativity, divergent thinking

Аннотация

In the Moroccan primary schools, students spend about 1080 hours per one school year. This period seems of great importance but the outcome isn’t as it is expected. Despite the government efforts, these students lack the essential skills like reading or writing and other soft skills like creativity. Thus, the main objectives of this study are to investigate the extent to which the creativity of a teacher affects the students’ level of creativity and to compare the level of creativity according to gender and schools’ location. This study used a quantitative methodology to collect numerical data and to test the main hypothesis. It implemented Torrance Tests of Creativity (TTC) as tools. The participants are two teachers and two classes from two different public primary schools. The results revealed that teachers do influence their students’ creativity, students from urban areas scored better than those from rural ones and girls’ level of creativity is higher than boys’ creativity.

Библиографические ссылки

Batchelor, K. E., & Bintz, W. P. (2013). Promoting Creativity in the Middle Grades language Arts Classroom. Middle School Journal, 45(1), 3–11.

Bruner, J. S. (1965). The growth of mind. American Psychological Association, Washington, D.C., USA.

Cachia, A. R., & Ferrari, A. (2010). Creativity in Schools: A Survey of Teachers in Europe. https://doi.org/10.2791/48818

Calavia, M. B., Blanco, T., & Casas, R. (2021). Fostering Creativity as a Problem-Solving Competence through Design : Think-Create-Learn, a Tool for Teachers. Thinking Skills and Creativity, 39, 100761. https://doi.org/10.1016/j.tsc.2020.100761

Cheung, R. H. P. (2012). Teaching for creativity: Examining the Beliefs of Early Childhood Teachers and their Influence on Teaching Practices. Australasian Journal of Early Childhood, 37(3), 43–52. https://doi.org/https://doi.org/10.1177/183693911203700307

Denzin, N. K., & Lincoln, Y. S. (2005). Introduction: The Discipline and Practice of Qualitative Research. In: Denzin, N.K. & Lincoln, Y. S. (Eds.), Handbook of Qualitative Research (3rd ed., pp. 1-32). Sage, Thousand Oaks.

Guilford, J. P. (1967). The Nature of Human Intelligence. New York: McGraw-Hill.

Guilford, J. P., & Christensen, P. R. (1973). The One?Way Relation Between Creative Potential and IQ. Journal of Creative Behavior, 7(4), 247–252. https://doi.org/10.1002/j.2162-6057.1973.tb01096.x

Ian, S., Mary, M., & Rachel, F. (1998). National numeracy project: Technical report 1998 (p. 31).

Jeffrey, B., & Craft, A. (2004). Teaching creatively and teaching for creativity: distinctions and relationships. Educational Studies, 30(1), 77-87. https://doi.org/10.1080/0305569032000159750

National Advisory Committee on Creative and Cultural Education. (1999). All Our Futures: Creativity, Culture and Education. London: DFEE.

Rahimi, S., & Shute, V. J. (2021). First Inspire, then Instruct to Improve Students’ Creativity. Computers and Education, 174(January), 104312.

Read, C. (2015). Seven Pillars of Creativity in Primary ELT. In Creativity in the English language classroom (pp. 33–40). British Council 2015 Brand and Design / F004.

Resnick, M. (2007). Sowing the seeds for a more creative society. International Society for Technology in Education.

Scott, G., Leritz, L. E., & Mumford, M. D. (2004). The Effectiveness of Creativity Training: A Quantitative Review. Creativity Research Journal, 16, 361-388.

https://doi.org/10.1080/10400410409534549

Torrance, E. P. (1977). Creativity in the Classroom. What Research Says to the Teacher. Washington, D: National Education Association.

Turner, S. (2013). Teachers’ and Pupils’ Perceptions of Creativity across Different Key Stages. Research in Education, 89, 1–26.